The document below describes our pedagogical principles.

1. 我们的节目
   We 集成 阅读, writing and critical thinking at all levels of 英语.
   
   我们为预备班(pre-1A)的英语学生提供同样的阅读、写作 和批判性思维的体验，我们为我们的学生提供迁移水平(英语1A, 4, 7)， but with more scaffolding and support.
   
   We focus on the creation of meaning that resonates beyond the classroom. 学生 教师通过批判性地阅读、写作和思考来构建意义 about complex texts and ideas, connecting them to lived experience.
   
   
2. 核心信念
   
   论阅读教学
   
   学生 who improve their 阅读 tend to improve their writing and vice-versa. 阅读 应该与我们各级英语的写、说、听相结合 课程.
   
   积极的阅读方式对提高阅读理解能力和阅读效率至关重要 in helping students grasp ideas and meaning than "word by word 阅读.“我们必须积极地 lead students in the classroom to critically read assigned texts. 教学阅读 包括引导学生理解他们正在阅读的内容，以及他们应该如何阅读 read it, and the author's purpose.
   
   在每个层面上，教师都应该培养学生有效的阅读策略 can utilize in diverse academic contexts.
   
   对于学生来说，除了字面上的理解之外，还有许多创造性的方法可以让文本变得生动起来 阅读. Imagination is an important part of critical 阅读 and critical thinking.
   
   书籍长度的作品，小说或非小说，必须包括在我们所有级别的课程中， including pre-1A 课程.
   
   在课堂文本和学生的生活之间建立桥梁是至关重要的 them access to worlds beyond their own; the texts we choose should therefore be inclusive of diverse worldviews, experiences and perspectives. We also know that students are empowered when they see themselves reflected in the texts and authors they read.
   
   论写作教学
   
   学生们学会通过支持完整的论点来最好地表达自己的想法. 我们不相信等级制模式，即学生从单词“向上”到 sentences, to paragraphs to the essay.
   
   理解结构和意义之间的关系对好的创作至关重要 writing, 阅读 and critical thinking.
   
   学生 should learn writing as a process. As teachers, we serve students by guiding 他们要经历一系列的写作阶段，包括头脑风暴、预写、起草、 revising, editing and self-evaluation.
   
   与其在课堂上专注于独立的语法练习，我们应该 在学生自己的写作中指出句子级的错误 the goal of enabling them to become independent writers and proofreaders.
   
   完全基于个人反思的写作作业没有足够的挑战性 students to think critically. Assignment based upon class texts serve our students better by fostering academic 阅读 and writing skills.
   
   Our Basic Skills Curriculum
   
   “及格/不及格”的pre-1A课程为学生提供了必要的时间和实践 培养阅读、写作、批判性思维和学术技能 pressure of a final course grade. Reaching the 1A level may involve more than one 对于许多学生来说，一个不及格的学生可能仍然有相当大的成就 progress.
   
   准备好英语1A意味着学生能够总结，分析，评价， and respond academically to what they read in coherent essay format.
   
   Our Role as 英语 Teachers on a Community College Campus
   
   教师可以以多种不同的方式满足学生的需求，我们支持 ongoing investigation of new teaching approaches. We value self-reflective, responsive teaching practice to continually improve instruction in a changing world.
   
   Our classes can help create bridges between the consciousness of our students and the demands of academia, even while we demystify academic culture.
   
   我们教授广泛的阅读和写作基础技能，以获得学业上的成功， 学校里教授阅读，写作和 critical thinking in the context of their respective disciplines. 同时， we teach skills and approaches to literature (drama, fiction, poetry, non-fiction narratives) that are unique to our discipline.
   
   作为教师，我们不仅在技能培养和批判性思维方面支持学生， but also by helping them contend with the emotional components of learning.
   
   A liberal arts education can open doors to students in many ways; effective communication and critical thinking skills are vital to democracy and an engaged citizenry.
   
   Our 学生 and Our Classroom Community
   
   Our students' diverse life experiences have much to teach us. We support them in bringing 他们的知识和经验融入我们的课堂社区和他们的写作.
   
   学生，尤其是处于发展阶段的学生，面临着现实世界的挑战 是否会影响或阻碍他们的学习，我们必须解决这些问题 with compassion in our teaching practice.
   
   当我们来自美国时，我们的学生在阅读和写作方面将得到更大的发展 a position that they have the capacity to do complex and sophisticated work.
   
   Teachers are most effective and students learn best when course themes, texts and classroom materials inspire interest and passion.
   
   
3. 在实践中
   
   英语 课程 at all levels (pre-1A and transfer level) will:
   
   1. 创建以下设置 集成 阅读，写作，批判性思维，口语和听力，培养建筑 的社区. Activities may include student presentations (solo or group/panel); 在小型和大型小组讨论中，学生不仅与教师交谈 but to each other; student/teacher conferences; and interviews in the class or community. 这种设置可以在线创建，也可以面对面创建，并且可以利用技术 to support student learning. We also encourage listening skills that involve note-taking 和反馈/响应.
   2. 直接针对学生的阅读练习，示范有效的阅读策略; coach students in developing their own strategies (e.g. pre-阅读, annotation...), and make use of class time to process the 阅读.
   3. 包括书籍长度的作品，小说或非小说作品，定义为任何持续的作品 themes, including a book of short essays by a single author. The texts we choose should 包容不同的世界观、经历和观点，我们建议这样做 the work(s) be 集成d into the course thematically.
      
      At the pre-1A level, we recommend that non-fiction be used; that if fiction or autobiographical 指定作品，分析与其他阅读材料相关的问题和主题 in the course rather than for literary aspects; that a combination of book-length works and short essays be used to provide a variety of models.
   4. 帮助学生在阅读时识别组织模式，并进行组织 their own writing to convey meaning for a specific purpose and audience.
   5. Focus on the academic essay. As students advance through our 课程, they write and 修改越来越长和复杂的文章，以及参与不太正式的文章 写作练习. Formal essays should not privilege personal reflection, but require students to critically respond to or analyze class texts.
   6. 在学生自己的写作中指出句子级的错误，并与 the goal of enabling students to become independent writers and proofreaders.
   7. Emphasize critical thinking. Critical thinking is the creation of meaning, and is 不仅限于形式逻辑的概念，还包括分组项目/查看模式， 推断，评估，综合，论证，区分 从观点出发，提出问题，评估公平和准确的标准， questioning one's own views and their origins, and making judgments.
   8. 增加学生对学术文化的熟悉和了解 as learners, and the relationship between the two. Some ideas include: collaborative teaching and learning; using materials reflecting successful college experiences; 承认和验证学生的经验，同时向他们介绍学术 culture and values; creating links between classroom learning and the library and learning support on campus; and experiential learning (learning by doing).